eLearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial

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dc.contributor.authorJones, Matthew D.
dc.contributor.authorCasson, Sally M.
dc.contributor.authorBarry, Benjamin K.
dc.contributor.authorLi, Sophie H.
dc.contributor.authorValenzuela, Trinidad
dc.contributor.authorCassar, Joanne
dc.contributor.authorLamanna, Camillo
dc.contributor.authorLloyd, Andrew R.
dc.contributor.authorSandler, Carolina X.
dc.date.accessioned2023-12-06T19:57:33Z
dc.date.available2023-12-06T19:57:33Z
dc.date.issued2023-10
dc.descriptionINDEXACIÓN: SCOPUS.es
dc.description.abstractObjectives: To evaluate the impact of eLearning by allied health professionals on improving the knowledge and confidence to manage people with medically unexplained chronic fatigue states (FS). Methods: Using a parallel randomized controlled trial design, participants were randomized 1:1 to a 4-week eLearning or wait-list control group. Knowledge and self-reported confidence in clinical skills to implement a therapeutic intervention for patients with FS were assessed at baseline, post-intervention and follow-up. Secondary outcomes (adherence and satisfaction with online education, knowledge retention) were also assessed. Data was analyzed using intention-to-treat. Results: There were 239 participants were randomized (eLearning n = 119, control n = 120), of whom 101 (85%) eLearning and 107 (89%) control participants completed baseline assessments and were included in the analysis. Knowledge (out of 100) improved significantly more in the eLearning group compared to the control group [mean difference (95% CI) 8.6 (5.9 to 11.4), p < 0.001]. Knowledge was reduced in the eLearning group at follow-up but was still significantly higher than baseline [6.0 (3.7 to 8.3), p < 0.001]. Median change (out of 5) in confidence in clinical skills to implement the FS intervention was also significantly greater in the eLearning group compared to the control group [knowledge: eLearning (1.2), control (0); clinical skills: eLearning (1), control (0.1); both p < 0.001)]. Average time spent on the eLearning program was 8.8 h. Most participants (80%) rated the lesson difficulty as at the “right level”, and 91% would recommend it to others. Conclusions: eLearning increased knowledge and confidence to manage FS amongst allied health professionals and was well-accepted. Registration: ACTRN12616000296437 https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=370222&isReview=true. © 2023es
dc.identifier.citationJournal of Psychosomatic Research, Volume 173, October 2023, Article number 111462es
dc.identifier.doi10.1016/j.jpsychores.2023.111462
dc.identifier.issn00223999
dc.identifier.urihttps://repositorio.unab.cl/xmlui/handle/ria/54472
dc.language.isoenes
dc.publisherElsevier Inc.es
dc.rights.licenseCC BY-NC-ND 4.0 DEED Attribution-NonCommercial-NoDerivs 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCancer-related fatiguees
dc.subjectChronic fatigue syndromees
dc.subjectCognitive behavioural therapyes
dc.subjecteLearninges
dc.subjectGraded exercise therapyes
dc.subjectPost-infective fatiguees
dc.titleeLearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled triales
dc.typeArtículoes
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